Sources of Inequity: understanding students' responses to assessment

This article considers some of the implications for assessment practice of current views about the nature of learning, and achievement. Evidence from national surveys is presented that demonstrates some of the different ways, ‘tasks' and responses to them are understood by assessors and students. This is followed by a review of evidence about differential sub‐group performance which is then examined to identify potential sources of inequity in assessment practice.     

The IEA Assessment of Science Achievement

This paper reviews the IEA science assessment instruments and their outcomes in relation to what is known from other studies. The underlying assumptions are explored as is the justification for future surveys. The particular ‘decontextualised’ view that the same assessment items can be utilised validly across systems is analysed in detail by studying the item selection process. The paper looks at the interpretations of the results, considers the extent to which any claims are justified and reflects on whether, for many policy purposes, local studies within an educational system would be more useful.     

Hurricane Katrina: A Longitudinal Study of the Achievement and Behavior of Displaced Students

This study examined the achievement and behavior of Mississippi children displaced by Hurricane Katrina. The analysis disclosed differences in achievement and behavior between displaced and nondisplaced students. Those who were displaced by Hurricane Katrina had lower academic performance and were more likely to engage in negative behaviors than nondisplaced students. These gaps preexisted Katrina and, in most instances, did not change significantly during the first 2 years following the storm. However, rates of suspension and expulsion increased among these students, while rates of nonpromotion decreased.     

Katrina and the Schools of Mississippi: An Examination of Emergency and Disaster Preparedness

Faculty members from the University of Southern Mississippi conducted extensive research into emergency planning and disaster preparedness in P–12 schools in Mississippi before and after Hurricane Katrina. Findings disclosed that although few schools had no crisis management plans, a significant number that had emergency plans did not include provisions for large-scale disasters. Many schools had outdated plans. Respondents rated the effectiveness of crisis management plans in relation to Hurricane Katrina. The most highly rated features included the roles played by school leaders, the effectiveness of the administrative “chain of command,” and interpreting the storm's impact to the media. The most frequently cited areas of inadequacy included communication channels for administration, staff, and parents; dealing with electrical, fuel, and other energy needs; and the inability to operate independently for a sustained period of time in the wake of the storm. Study participants made policy and action recommendations to strengthen emergency planning and disaster preparation that were analyzed and reported by the researchers.     

On Fitting Nonlinear Latent Curve Models to Multiple Variables Measured Longitudinally

This article shows how nonlinear latent curve models may be fitted for simultaneous analysis of multiple variables measured longitudinally using Mx statistical software. Longitudinal studies often involve observation of several variables across time with interest in the associations between change characteristics of different variables measured within individuals. Other applications involve repeated measures for distinguishable individuals nested within small groups, such as families, with interest in the associations between change characteristics in variables for individuals within groups. This article shows how Mx can be used to carry out analysis of multiple variables measured over time where at least one variable is described by a function that includes one or more parameters that enter the model nonlinearly. An example is provided.